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New Mexico Highlands University School of Education

FIELD EXPERIENCES I, II, and III

STUDENT MANUAL Academic Year 2016-2017

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Marlane Alarid, Director of Field Experiences

Main Campus; Las Vegas, New Mexico

Janis Taback-Keene, Field Experience Coordinator

Rio Rancho Learning Center

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New Mexico Highlands University

Welcome to New Mexico Highlands University School of Education. Highlands University has a long tradition of teacher education. Founded as a normal school for teacher training in 1893, Highlands has a variety of undergraduate and graduate programs that lead to licensure in teacher education, special education, guidance and counseling, and educational leadership, as well as a large array of school-related and other programs. In order for your program to be a rewarding one, it is important that you be aware of the expectations of the School of Education and the Office of Undergraduate Admissions and Field-based Experiences. The purpose of this manual is to outline the philosophy and expectations of Field-based Experiences. In addition to this manual, School of Education faculty and advisers are able to provide you with information and support.

FIELD-BASED EXPERIENCES The School of Education requires three Field-based Experiences in the Teacher Education Program. FIELD-BASED I requires 30 hours of observation in a variety of classrooms. It helps you to examine education in a variety of settings, schools, and grades to assist you in determining your preferred developmental level, location, etc. You may be asked to assist with small groups, grade papers, develop bulletin boards, create instructional materials, collect anecdotal data, etc. In Field-based I you should attempt to observe in all the grade levels associated with your field of study. For example, Elementary spans K – 8; Special Education K – 12; Secondary Education 7 – 12 in the content area; Early Childhood Education Birth – Age 3 or Grade 3 (depending on the concentration). FIELD-BASED II is an extension of Field-based I and requires the pre-requisite passage of the NES Essential Academic Skills or the NMTA Basic Skills Exam and an in-progress application for Admission into the School of Education using the Chalk and Wire Data Management program. Approval to register for FBII must be obtained from the Field Experience Office and is based on your admission status. You will observe a total of 60 hours, focusing on curriculum, classroom management, and teaching strategies in your field of study. In addition to observation, you will do some preliminary teaching, lesson planning, and reflective writing. It is strongly advised that the student take the NES Content Area Exam in the specific major field prior to completing Field-based II. FBII meets as a class about 1/3 of the semester. Permission to enroll in Field- based II is obtained from the Director of the Office of Field Experiences: 505-454-3108.

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FIELD-BASED III, also known as student teaching, is a full-time 16 week commitment to a single classroom or, in the case of dual majors, two different classroom settings in which you will gradually assume the duties of a teacher under the supervision of a master cooperating teacher (provided by public/private schools) and be observed by a university supervisor (provided by the university). This full time placement is designed to increase your participation in the classroom, while learning the everyday activities of the teaching environment. Ultimately, the student will become a self-sufficient lead or team teacher in the classroom, responsible for all aspects of the classroom environment. Field-based III student teaching is granted based on a Chalk and Wire application and approved by the Field Services Director. Please refer to a separate on-line field manual that focuses on nothing but information about Field-based III Student Teaching.

SOE Mission The mission of the School of Education is to prepare administrators, teachers and counselors for diverse and inclusive environments through excellence in teaching, research, and service. The School of Education conceptual framework believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills. This framework will support student learning in order to construct a knowledge base, practice the required skills, and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors. The Themes of the School of Education contained with the conceptual framework name (a) diversity, (b) reflective practitioner, (c) culturally inclusive, (d) authentic settings, (e) practice, (f) knowledge, (g) professionalism, and (h) leadership as the key components. The School of Education adheres to the NMPED NM Teach Educator Effectiveness System1 framework for continuous improvement and professional growth, and to the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards2

1   http://ped.state.nm.us/ped/NMTeachIndex.html

2   http://intascstandards.net

NMPED: NM Teach Educator Effectiveness System Domain I: PLANNING AND PREPARATION

1A: The teacher demonstrates knowledge of content. 1B: The teacher designs coherent instruction. 1C: The teacher sets instructional outcomes. 1D: The teacher demonstrates knowledge of resources. 1E: The teacher demonstrates knowledge of students. 1F: The teacher designs student assessment.

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Domain II: CREATING AN ENVIRONMENT FOR LEARNING 2A: The teacher creates an environment of respect and rapport. 2B: The teacher organizes physical space. 2C: The teacher establishes a culture for learning. 2D: The teacher manages classroom procedures. 2E: The teacher manages student behavior. Domain III: TEACHING FOR LEARNING 3A: The teacher communicates with students. 3B: The teacher uses questioning and discussion techniques. 3C: The teacher engages students in learning. 3D: The teacher uses assessment in instruction. 3E: The teacher demonstrates flexibility and responsiveness. Domain IV: PROFESSIONALISM 4A: The teacher communicates with families. 4B: The teacher participates in a professional community 4C: The teacher reflects on teaching. 4D: The teacher demonstrates professionalism. 4E: The teacher grows and develops professionally. 4F: The teacher maintains accurate records.

INTASC Standards Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

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Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

School of Education Requirements

In order to graduate with a major or minor in the School of Education you must complete both the university core and the extended core to meet the requirements of the New Mexico Public Education Department. For requirements of the core, you should consult the university catalog for the year in which you entered the university, or consult an advisor. For university specifics, refer to the Highlands University website: www.nmhu.edu For School of Education specifics, refer to the SOE webpage: http://www.nmhu.edu/current-students/undergraduate/education/school-of-education-departments/ For licensure specifics, refer to the NM PED website: http://ped.state.nm.us/Licensure/index.html

Field-based Experiences The field-based program at New Mexico Highlands University recognizes the importance of school experiences in our Teacher Education program. For this reason, you will participate in a total of three interconnected field experiences. The School of Education engages in close collaboration with the local schools in the preparation of teachers. The schools open their doors to our students and share their classrooms with our future teachers. We value this collaboration and have, therefore, established some basic expectations for all field-based students:

1.   School of Education field experience students are guests in the schools. If, for any reason, the school asks you to leave, please do so immediately and contact your field-

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based instructor or the director/coordinator of Field-based Experiences. There are many reasons students are asked to leave the school, some of which are regretable and some of which have nothing to do with the field-based student. Regardless of the reason, please be polite and professional in your behavior.

2.   Field-based students in the schools must be professional in their demeanor. This includes all interactions with administration, faculty, staff and parents, and includes, but is not limited to, the following areas: a. Written and oral communication should always be polite. b. Attire should follow the school dress code for teachers. c. All other expectations for teachers should be followed. This may include eating in the classroom, supervising during lunch, participation in teacher activities, monitoring on the playground, at bus duty, or on field trips, etc. d. Confidentiality of student information must always be maintained.

e. School expectations with regard to disciplining children must always be followed. f. Field-based participants should be professional at all times.

All field experience students will be required to undergo fingerprinting and an FBI background check. Your field-based instructor will provide you with the registration information needed for this procedure. You may also get assistance at the Office of Field Experience Help Desk: 454-3382 or 454-3108, Office 108/109. No appointment necessary.

FIELD-BASED I Field-based I is a preliminary experience where students have the opportunity to participate in a variety of school activities. You will complete a total of 30 hours of observation and write one journal entry, not to exceed one page, for each observation made within the semester. Other assignments may be given at the discretion of the instructor. Observations must include both general and special education, and address all levels of instruction including: Early Childhood Education Elementary school Middle school High school

Other types of observations that you may also find beneficial include: School board meetings School athletic event An after-school program Club meetings, etc. PTA/PTSO meetings Student concerts, plays Field-based I is designed to give students breadth of experience. Students should observe the greatest variety of classes and programs in order to understand the articulation from grade to grade, and subject to subject. This will help students focus on those areas in which they may ultimately work. Students will carry an official letter to each school from the NMHU professor verifying their status as Field-based students of Education.

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Your Field-based I instructor will provide you with preliminary questions to guide your observations. These will likely include:

•   What aspect of your observation made the greatest impression on you? •   How did the teacher prepare for the lesson? •   How was the physical environment arranged to promote learning? •   How was time used to promote learning? •   How did students behave? How did the teacher respond? •   How did the teacher use verbal and nonverbal signals to communicate with

students? •   What types of instructional materials were available to the teacher? How were

they used? •   What types of questions were asked by the teacher? •   What instructional strategies were used by the teacher? •   How did the teacher evaluate student progress during and after the lesson? •   How did the teacher structure the lesson? •   What strategies did the teacher use to motivate students? •   How did the teacher monitor student learning? •   When you participated in individualized or group instruction:

1. What skills did you use to teach the concept? 2. What knowledge/skills would have helped you to be more effective? 3. If you assisted another student/group with a similar task, how would you change your behavior to be more effective? 4. What advance planning would you do to be more effective? 5. What did you learn from this activity?

•   What instructional technology was used in the classroom? •   In what managerial tasks does the teacher engage? How did the teacher organize

these tasks to be efficient? Upon completion of Field-based I, you should have a better understanding of the “what” and “when” questions which pertain to teaching:

•   What are the roles of teachers? •   What are the expectations of teachers? •   What is the content that must be taught? •   When should that content be taught and in what sequence? •   What are some teaching methods and strategies? •   What are some issues in PreK-12 education?

If you have not previously done so during the semester of Field-based I you should complete the Application to School of Education (ASE) for admission into the SOE Teacher Education Program. This application form requires a license for use of the Chalk and Wire program

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which is available at the Highlands University bookstore. Again, assistance is available at the Field Office Help Desk: 454-3382 / 454-3108 or Office 108 / 109, Teacher Education Center. You may also contact the student specialists at your nearest learning center. Appointments are recommended. Students are required to pass the NES Essential Academic Skills Exam or the former NMTA Basic Skills Exam in order to complete the application for admission into the SOE. This is a test of reading, writing and mathematics. For specifics, refer to the NES website: www.nestest.com/newmexico. You may also consult with the Field Office Help Desk: 454-3382 / 454-3108 or Office 108 / 109, Teacher Education Center. You may contact the student specialists at your nearest learning center. Appointments are recommended. Most field-based students are very successful in the school setting. If, for any reason, a student’s instructor has indicated there are difficulties at this level, the student should take their recommendations seriously. Teaching in the schools is important work and the SOE carefully considers the disposition of all candidates for approval into Field-based III (student teaching). The SOE application contains a disclosure form asking about any prior arrests. Therefore, a background check is not usually required during Field-based I unless the school you choose to observe in requires it. In that case, you may have a background check done or select another school in which to observe. The website for a background check is www.cogentid.com. Assistance with this process is available at the Field Office Help Desk: 454-3382 / 454-3108 or Office 108 / 109, Teacher Education Center. You may also contact the student specialists at your nearest learning center. Appointments are recommended. Throughout the program of study, students should see a School of Education adviser in their field major. Students are advised to use the adviser assigned to them at the time of admission, and maintain that relationship. This will ensure that you are receiving consistent advisement and are taking the required coursework in a timely manner. “Self advisement” is highly discouraged. Advisers are available at (a) Las Vegas main campus (b) Rio Rancho, (c) Santa Fe HEC and (d) Farmington. Advisers are assigned by the department chair at the time of School of Education admission. Your degree audit reflects your adviser, but you may also see your department chair if you are unaware of who your adviser is. Department chairs are as follows:

Dr. Seonsook Park, Chair of the Teacher Education Department (Early Childhood, Elementary, Secondary, Curriculum & Instruction) 505-891-6924 / parks@nmhu.edu / Rio Rancho, Office 214 Dr. Emily Williams, Chair of the Special Education Department & Dual Majors 505-891-6902 / emilywilliams@nmhu.edu / Rio Rancho, Office 209

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FIELD-BASED II

Field-Based II is an important step in your education program. You will be required to complete 60 hours of observation, conduct classroom participation, and write reflective journal entries. For details of class requirements, contact your Field-based II instructor. Observation locations in Field-based II should be limited to one or two teachers at the level/content area in which you plan to teach. Students will carry an official letter to their school from the NMHU professor verifying their status as Field-based students of Education. Requirements in Field-based II include:

1.   Sixty hours of observation and participation. Students will often work with small

groups and individual students, participate in reading activities, morning opening activities, grading papers, co-teaching with the participating teacher, etc.

2.   Students will submit nine focused reflective journal entries, not to exceed two pages and aligned to the PED NM Teach Effectiveness Domains listed on pages four and five of this document. Note: This assignment is subject to change as the evaluation of field-experience students shifts from the 10 PED Teacher Competencies to a combination of the 4 NM Teach Evaluation System Domains and the 10 INTASC Standards.

3.   Three lesson plans written in the format specified by the field-based instructor and written in collaboration with the cooperating teachers.

4.   Implementation of the three lessons, with feedback from the cooperating teachers, to be submitted to the Field-based II instructor.

5.   Early Childhood Multicultural Education (ECME) majors are required nine credits of practicum hours prior to FBIII in lieu of FBI and FBII. Refer to the ECME Field Manual for details of this major field of study.

6.   Students must show proof of a clear background check before conducting any field observations. Nearly all school districts require the background check because Field-based II requires extended amounts of time with children.

7.   Enrollment in Field-based II must be pre-approved from the Office of Field Experiences Director. Enrollment is based upon the passing of the Essential Academic Skills or Basic Skills Test, an application for Admission into the School of Education, and a GPA of 3.0.

Questions that you will be asking yourself will include the “what” and “when” questions from Field-based I, with some additional “how” and “why” questions:

1.   Why do students learn the way they do? 2.   How can teachers use what they know about the development of children to ensure

academic success?

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3.   What methods and strategies can teachers use to best instruct children? 4.   How can teachers meet the needs of all children in their classroom? 5.   What is the relationship between classroom management and effective teaching? 6.   How can a teacher best use textbooks and other required instructional materials, along

with supplemental materials, to improve student achievement? 7.   How can teachers help students be more successful on standardized tests? 8.   How can teachers use reflection to improve instruction? 9.   How do teachers develop a supportive classroom and strong teacher-student

relationships? As in Field-based I, most students are successful in the Field-based II setting. Your Field-based II instructor is available to guide you through a successful experience and will communicate with the schools and with you about your field-based work. Please take all recommendations seriously and strive to be the teacher you know you can be. Upon completion of Field-based II, students should see their adviser in the School of Education and complete a Degree Audit. This will ensure that they are taking the required coursework and in the correct order. Students will also receive a Disposition rating form based on their performance in FBII. This disposition will be called for in the Field-based III application. Do not lose it! Save it electronically if possible.

FIELD-BASED III Field-based III is STUDENT TEACHING. It requires full day commitment in a systematically chosen classroom and with a highly qualified cooperating teacher, for all 16 weeks of the final semester. It entails gradual immersion and full assumption for all classroom instruction. In short, you will become the teacher. Approval for Field-based III requires an approved application on Chalk and Wire (electronic submission). Requirements in the student teaching application include full admission into the School of Education, passing scores on content area tests, a GPA of 3.0; 3 letters of recommendation; liability insurance, a current background check, acceptable disposition from FB II or ECME Practicum, and a completed and advisor signed degree audit. It also includes passing of the NES Content area exams. Elementary majors must take the Components of Reading Instruction Exam before or during FBIII, pass or fail, for program completion. All coursework (core, extended core, major, minor) is expected to be complete prior to student teaching with the exception of the “field-based block”. When you believe you are ready for student teaching, you should:

1.   Make an appointment with the Office of the Registrar for a graduation check. They will check to see if you have completed all coursework necessary for graduation.

2.   Meet with your major adviser at the School of Education to confirm your readiness to enter student teaching; review and sign a degree audit.

3.   Attend the Student Teaching Applicant Meeting, held early in the fall and spring

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semesters. These meetings will provide you with much needed information on the process as well as preliminary information on student teaching. Contact the field-based director or coordinator with any questions or issues you may have. Contacts for questions on student teaching at the Centers are:

4.   Complete the Field-based III Chalk and Wire electronic application. 5.   Prepare for student teaching by doing the following: a. Prepare financially. Student teaching is a full-time responsibility. Outside work is discouraged but, if absolutely necessary, the work must not interfere with student teaching responsibilities or the placement day. You may want to include a trip to the Financial Aid Office to discuss support options including forgivable loans. b. Clear your schedule for student teaching. You will be required to be at school from approximately 7:45 a.m. until 3:30 p.m. or later, every day. c. Plan your schedule for co-requisite classes. Requirements for ECME, ELEM, and SECONDARY education majors include Knowledge of the Profession. Classroom Management is required of SECONDARY majors, and SPED students are required to take Classroom Management in Special Education. Knowledge of the Profession and Classroom Management are highly recommended for all education majors because these classes support portfolio development and provide much needed information. D. Attend the student teaching applicant meeting and orientation meeting.

The Office of Field Experiences will begin review of applications for student teaching 3 months prior to deadline dates and approval letters. Much is required for student teaching approval. Waiting until the last minute often results in a denied placement. Please submit an application in its most complete form. A complete application must include:

1.   A degree audit signed by your advisor, including notations of courses still unfulfilled and how those courses will be reconciled. Certificate seeking students should have a Program of Study in place, showing that every course has been

Las  Vegas:                     Ms.  Marlane  Alarid,  Director  of  Field  Experiences                 505-­‐‑454-­‐‑3108/  454-­‐‑3382            malarid@nmhu.edu    Río  Rancho:               Ms.  Janis  Taback-­‐‑Keene,  Coord.  of  Field  Experiences                 505-­‐‑891-­‐‑6927  /  891-­‐‑6932            jkeene@nmhu.edu      Santa  Fe:           Dr.  Carolyn  Newman,  Professor  in  Teacher  Education                                     505-­‐‑891-­‐‑6909  /426-­‐‑2126            newman_c@nmhu.edu    Farmington  (SJC):     Ms.  Sharon  Doom,  Student  Specialist           505-­‐‑566-­‐‑3655                                                        sharondoom@nmhu.edu  

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fulfilled. With the exception of the Field-Based III Block, there should be no unsatisfied coursework. Special permission must be obtained from the Director of Field Experiences for any classes outside the FBIII Block to be taken while in student teaching.

2.   A copy of your major and minor forms, including those for students with content majors and secondary minors.

3.   A copy of unofficial transcripts from all institutions attended, even if the coursework is reflected on the Highlands University transcript. This is required because grades from other institutions show up only as “CR” on the Highlands University transcript.

4.   Three letters of recommendation which include two from School of Education faculty and the third from an educator outside the School of Education or from school district personnel.

Your application will be reviewed by: 1.   Chalk and Wire initial assessor. 2.   The Director of Field Experiences for approval. 3.   The Dean of the School of Education and Department Chairs.

Upon review of your application, you will receive a letter indicating the status of your application. Please be sure that your correct street address and Highlands University e-mail (@live.nmhu.edu) address are reflected on the application. The Office of Field Experiences will use those addresses for all communication. If you are out of town during the break before student teaching, check your mail/e-mail/phone messages regularly. Student Teaching Application Tips

1.   Be proactive. A complete application file will be accepted quickly. 2.   Be neat. Treat this like a job application. All paperwork should be typed, clean

and neat. 3.   Communicate with the Office of Field Experiences. Good communication will

improve your chances for quick acceptance and accurate placement. Please contact your campus or center coordinator at the numbers listed above.

4.   Read all written communication carefully and follow-up on instructions for items that need to be submitted.

5.   Stay in touch with the school at which you would like to student teach. Changes in personnel occur occasionally between semesters and frequently in the summer. This could affect your placement.

For additional information regarding student teaching, please consult the on-line document: Student Teaching Field Manual, which is very specific to Field-based III. Note: An application for student teaching is not a guarantee of placement or that you have completed a course of study and are therefore eligible for graduation. To verify your status, submit a graduation program review form to the Highlands University Office of the

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Registrar. The registrar will perform a degree check that will affirm your status. Note: The NM HED has prepared a Matrix of Transferable Courses Fulfilling the General Education Common Core which provides the transferrable listing of the five common content areas at: http://www.hed.state.nm.us/Transfer.aspx . Teaching is much more than a job. It is a career; one you will likely hold over a period of 25 years or more. The rewards of teaching are numerous. You will see children grow: physically, intellectually, and emotionally. You will see their creativity blossom. They will see you as a teacher, a mentor, a role model, and sometimes even a surrogate parent. You will be important in your students’ lives. The School of Education urges you to continue to grow over your career and provides a variety of programs to support your growth. Whether you seek an endorsement in bilingual education or English as a second language, or a Master’s Degree in programs such as guidance and counseling, curriculum and instruction, educational leadership and special education, we are a resource for your teaching career. Please feel free to contact the main campus, center coordinators, or the Office of Undergraduate Admissions and Field Experiences at any time.

Revised July 15, 2016 Office of Undergraduate Admissions and Field Experience